Reader's Response

1. How does taking a problem-solving approach to teaching math differ from first teaching children the skills they need to solve problems and then showing children how to use those skills to solve problems?

I think that by starting with the problem solving skills, the children can make their own inferences as they are learning the math skills.

2. How do you think your experiences, feelings, and beliefs about math will impact the kind of teacher of math that you will be or the kind of teacher of math that you want to be?

I think that because math has always been simple for me, I might find it difficult to translate my knowledge to my students. Its like Amy was saying earlier about how when she explains something to someone else it always makes sense in her head because she knows what she's talking about. Me too.

3. Not everyone believes in the constructivist-oriented approach to teaching mathematics. Some of their reasons include the following: There is not enough time to let kids discover everything. Basic facts and ideas are better taught through quality explanations. Students should not have to "reinvent the wheel." How would you respond to these arguments?

I think its important for students to be able to explore math and come up with their own ideas and then be given quality explanations.

4. We sometimes want to jump in and help struggling students by saying things like, "It's easy! Let me help you!" Is this good idea? What is a better way of helping a student who is having difficulty solving a problem?

Its not a terrible idea, but not a good one either. Instead, we should ask leading questions to help the student come up with answers on their own. This way they feel successful.

5. Reflecting on how tasks were defined in the Van de Walle chapters, how did the tasks presented in the Behrand article to Learning-Disabled students help in their mathematical development? Please give specific examples.

Giving the students manipulatives (Cal and the "bags") allowed them to see the problem and solution right in front of them. It was not just a mathematical concept, the numbers were represented by real life objects that they were able to group together to see how multiplication works. This tactile aid can help a student understand more abstract concepts.